1. Conduct three observational visits to alternate settings (elementary teachers should visit middle/high school, and vice versa); interview the gifted specialists concerning the development of the programs and the instructional practices with gifted learners.
4. Plan and carry out THREE Type I activities based on student interests, one of which should be an interest center. I have opened up a "Geography Center" with tons of resource books, real maps, various Atlases, Leap Pads with geography books in several levels of texts, a dedicated computer station for online research and games which are linked to my class website and task cards for the students to use as a guide for their learning and exploration. Additionally, I have conducted some "how to" lessons on using iPods, FlipCams and digital cameras to enhance the products they create. The students are free to go to the Writing Center where these digital tools are stored to utilize them at any time.
Student created products are also housed here to encourage interest and motivate others to keep learning!
5. Teach ONE concept-based curriculum unit of 8-12 lessons. Include documentation of pre and post assessment data, student research, and the integration of technology.
7. Teach THREE creative and/or critical thinking skills lessons.
The final lesson of the integrated unit I implemented during the practicum was based on the use of Bloom's Taxonomy in order to elicit student responses that I could use to assess in a manner other than a pencil and paper test.
I administered and discussed a Multiple Intelligences Learning Styles Inventory with my entire class. We talked at length about learning styles and how I could use the information to be a better teacher for them (individually) and how knowing this information about themselves would enable them to work to the best of their ability using their strengths. I will use this learning styles inventory from now on with every class! It was well worth the time and energy.
I have taught my studentsDeBono's Six Thinking Hats.It has been slow going as much of my group has trouble conceptualizing beyond themselves. I have about 7 students, though, who can take a subject card from the writing center and discuss and resolve the ideas presented using the process. I introduced the 6T Hats using a flipchart on the concepts and walked the class through the process on the first day. I felt like this was a good introduction to what I knew would be a tricky concept. The next day, I reviewed the process using the flipchart and divided the students into groups with each group drawing a subject card to work with. It took alot of guidance and about 90 minutes, but all but one group was successful! The following day, I continued to review and model for the students and encouraged them to create new subject cards to place in the writing center for later use. I plan to take at least one of these each week, until the holiday break to continue building the technique. In the Spring semester, I will introduce more problem solving strategies and critical thinking skills.
This is a link to my springboard for the next step in teaching this process to my 2nd graders. I am waiting until we have a full week of school days to try again.
8. Incorporate the use of technology in delivery of content, using multimedia (e.g., PowerPoint, web-based instruction, podcasts, wikis, blogs) and provide students with training in use of technology and opportunities to use technology to access information for research and performance tasks.
6 Thinking Hats Flipchart for ActivBoard: (This PDF is a collection of the slides in the flipchart.)
9. Develop and implement a collaboration plan with one or more classroom teachers to address differentiation for gifted learners in the regular classroom.
1. Conduct three observational visits to alternate settings (elementary teachers should visit middle/high school, and vice versa); interview the gifted specialists concerning the development of the programs and the instructional practices with gifted learners.
See: V. 3 Observational Visits
2. Provide a reflective summary and self evaluation of the practicum experience at the end of the semester.
See: VI. Reflective Journals
3. Pre- and post-assessment data showing where students began, what instructional decisions were made based on the data, and how students progressed.
4. Plan and carry out THREE Type I activities based on student interests, one of which should be an interest center.
I have opened up a "Geography Center" with tons of resource books, real maps, various Atlases, Leap Pads with geography books in several levels of texts, a dedicated computer station for online research and games which are linked to my class website and task cards for the students to use as a guide for their learning and exploration. Additionally, I have conducted some "how to" lessons on using iPods, FlipCams and digital cameras to enhance the products they create. The students are free to go to the Writing Center where these digital tools are stored to utilize them at any time.
5. Teach ONE concept-based curriculum unit of 8-12 lessons. Include documentation of pre and post assessment data, student research, and the integration of technology.
See also: Monthly Log
6. Teach TWO bibliotherapy lessons addressing a need for gifted learners.
7. Teach THREE creative and/or critical thinking skills lessons.
The final lesson of the integrated unit I implemented during the practicum was based on the use of Bloom's Taxonomy in order to elicit student responses that I could use to assess in a manner other than a pencil and paper test.
See lesson plan:
I administered and discussed a Multiple Intelligences Learning Styles Inventory with my entire class. We talked at length about learning styles and how I could use the information to be a better teacher for them (individually) and how knowing this information about themselves would enable them to work to the best of their ability using their strengths. I will use this learning styles inventory from now on with every class! It was well worth the time and energy.
I have taught my students DeBono's Six Thinking Hats. It has been slow going as much of my group has trouble conceptualizing beyond themselves. I have about 7 students, though, who can take a subject card from the writing center and discuss and resolve the ideas presented using the process. I introduced the 6T Hats using a flipchart on the concepts and walked the class through the process on the first day. I felt like this was a good introduction to what I knew would be a tricky concept. The next day, I reviewed the process using the flipchart and divided the students into groups with each group drawing a subject card to work with. It took alot of guidance and about 90 minutes, but all but one group was successful! The following day, I continued to review and model for the students and encouraged them to create new subject cards to place in the writing center for later use. I plan to take at least one of these each week, until the holiday break to continue building the technique. In the Spring semester, I will introduce more problem solving strategies and critical thinking skills.
This is a link to my springboard for the next step in teaching this process to my 2nd graders. I am waiting until we have a full week of school days to try again.
6 Thinking Hats Information
8. Incorporate the use of technology in delivery of content, using multimedia (e.g., PowerPoint, web-based instruction, podcasts, wikis, blogs) and provide students with training in use of technology and opportunities to use technology to access information for research and performance tasks.
6 Thinking Hats Flipchart for ActivBoard: (This PDF is a collection of the slides in the flipchart.)
Our Class Website: Hollis' Heroes
9. Develop and implement a collaboration plan with one or more classroom teachers to address differentiation for gifted learners in the regular classroom.